首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 109 毫秒
1.
This study is a systematic review of literature that investigates the advantages of implementing authentic assessment for improving two major categories that are relevant to academic and professional success of higher education students: learning experience and employability skills. Authentic assessment involves students in challenging tasks that closely resemble those of the workplace settings. 26 papers from 2010 to 2019 that were relevant to the topic of this paper were selected for the review process. Findings of this review indicate that authentic assessment can play a role in improving the learning experience of higher education students through enhancing their engagement in learning and improving their satisfaction as well as positively influencing their efforts to achieve educational goals. We also discuss the benefits of authentic assessment for equipping students with essential skills for their future professional life, such as communication skills, collaboration skills, critical-thinking and problem-solving skills, self-awareness, and self-confidence.  相似文献   

2.
With increasing school autonomy, often coupled with greater accountability requirements, school leaders are increasingly responsible for new human resource management tasks. Policies to improve the teaching workforce, therefore, cannot do without policies to improve the school leadership profession. Teachers' effectiveness depends, among others, on effective school leaders who shape teachers' working environment and influence their motivations. Furthermore, as recent research indicates, school leaders are the second most important school-level factor affecting, even if mainly indirectly through their influence on teachers, student learning after classroom instruction. Considering the role school leaders play for the effective school-level management of teachers and for teaching and learning through their pedagogical leadership, it is essential that school leaders are adequately prepared and supported for their role. As part of their school reform programmes, more and more countries have been introducing a range of evaluation and assessment policies to improve school, school leadership and teaching practices. The individual appraisal of schools leaders and teachers is a key component of evaluation and assessment policies. This article explores if, and how, individual school leader appraisal can develop school leaders' pedagogical leadership, a key element of which is teacher management. It analyses the policy approaches of several European countries and the extent to which formal frameworks in these countries focus on developing pedagogical leadership. The article concludes with ideas for policy to strengthen appraisal as a tool to improve school leaders' practices and behaviours and their competencies for pedagogical leadership and teacher management.  相似文献   

3.
The aim of the study was to determine whether teacher-mentees perceive their mentors as authentic leaders and if so, how these perceptions affected their leadership strategies. The sample included 60 Israeli teacher-mentees from different school levels and different sectors, who volunteered to participate in the study. Semi-structured interviews were conducted to explore participants' perceptions of mentoring processes that had influenced them professionally. Based on a confirmatory approach in qualitative analysis, using ATLAS.ti 5.0, we found that the influential mentors were perceived as authentic leaders who acted within four dimensions that were consistent with authentic leadership theory: self-awareness, balanced processing, relational transparency and internalised moral perspective. In addition, it was found that the influential mentors had contributed to the mentees' development of leadership strategies that included envisioning, engaging, evaluating, reflecting and monitoring. These findings may contribute to the development of preparatory programmes that can focus on development of authentic leaders among mentors, and may assist in developing middle-level leadership among their mentees. The present study indicated that mentoring characterised by authentic leadership could contribute to the broadening of leadership circles and to the construction of middle-level leadership through advancing mentees' leadership strategies within their educational spheres.  相似文献   

4.
The ways in which women deliberately press back against practices of oppression and demonstrate agency in higher education institutions are highly contextual and culturally bound. The formal and informal networks that women develop and maintain are important elements of generating agency and enhancing women's access to and opportunities for leadership. This article presents a case study from research that explored women's leadership experiences in a higher education context in the Pacific Islands – Papua New Guinea. Situated within a feminist poststructural methodology, the research examined women's experiences of leadership and considered aspects that influenced women's access to formal leadership roles. The findings illustrated that the women faced numerous barriers to formal leadership opportunities. A range of culturally and contextually located approaches supported women to demonstrate agency with regard to their own leadership development and practice. This research highlighted the importance of considering the relationship between networks and agency and the impact of associated cultural and contextual practices within organisations, providing insights into the culturally located complexities of women's leadership in higher education contexts.  相似文献   

5.
Middle leadership roles in higher education have been identified as important for institutional effectiveness yet fraught with tensions, and those in middle leadership roles often feel unprepared and unsupported. This study of the responsibilities, skills and competencies, and support required for heads of school in a New Zealand university, drew on a survey and interviews with heads and focus groups or interviews with a range of stakeholders. The research found that while heads found satisfaction in their role, they also faced challenges associated with people management, workload and impact on their research careers. There was widespread agreement among stakeholders about the capabilities needed for the role and an awareness of the barriers to effectiveness. Suggestions for making the role more appealing include reducing workload, providing learning and development programs, clarifying the balance of professional and personal competencies required, and encouraging the distribution of leadership.  相似文献   

6.
ABSTRACT

Contract cheating occurs when a student outsources their assessment to a third party, regardless of the third party’s relationship with the student, or whether money is exchanged. In higher education, there is a widespread belief that assessment design is a solution to the problem of contract cheating and that authentic assessment tasks are particularly effective. This research analysed two datasets – 221 assignment orders placed on academic custom writing websites and 198 assessment tasks in which contract cheating was detected – to investigate if authentic assessment can assure academic integrity. The authenticity of assessments was determined using five factors derived from the literature: frequency, fidelity, complexity, real-world impact and feed forward. Our analysis found that assessment tasks with no, some, or all of the five authenticity factors are routinely outsourced by students.  相似文献   

7.
In South Africa the challenges facing the post-school vocational education system are daunting. There is a lack of coherence, resulting in fragmentation of the system. A Training Needs Assessment Study commissioned in 2014 revealed several major academic challenges facing college leadership. The most pressing issues were poor leadership and management skills and challenges facing lecturers in various aspects of teaching and learning, amongst which were blatant shortcomings in their capabilities to meet the competencies required for effective lecturing. This realisation led the researchers to hypothesise that ineffective and fragmented leadership and management practices may be to blame for this state of affairs. The researchers wondered whether an integrated and focused leadership model aimed at distributing ownership for student achievement should be implemented to produce better results. The overarching research question was: What are the main stumbling blocks in improving National Certificate: Vocational (NC(V)) students’ performance at technical and vocational education and training (TVET) colleges; and how can a distributed instructional leadership approach be conceptualised to address the problems at institutional level? A qualitative research approach was used, which was mainly inductive, providing a clear understanding of the participants’ views and capturing their perceptions in their own words. A phenomenological design was used as strategy of inquiry. The findings created an awareness for considering collaboration and the distribution of powers and capabilities to bring about a shared leadership vision in the quest for challenging poor performance at institutional level in a sector that is in dire need of positive outcomes.  相似文献   

8.
This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students’ knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole.  相似文献   

9.
Contemporary education requires teachers and school leaders who have well developed basic skills and competencies such as interpersonal communication, teamwork and leadership, in order for them to lead their students toward successful integration into society. These skills and competencies are crucial for proper functioning in modern society. Existing training programs for teachers and school leadership roles, however, have little if any dedicated guidance for developing these skills and competencies. Inclusion of basic skill development in training programs necessitates a new model that focuses on their assessment. As a first step toward the development of such a model, this study, carried out using the Delphi method, offers definition and validation of a new concept called “complementary assessment”.  相似文献   

10.
This article describes a collaborative and cross‐curricula initiative undertaken in the School of Education at the University of Queensland, Brisbane, Australia. The project involved developing an integrated approach to providing professional year pre‐service secondary teacher education students with experiences that would assist them to develop their knowledge and skills to teach students with special needs in their classrooms. These experiences were undertaken in the authentic teaching and learning context of a post‐school literacy program for young adults with intellectual disabilities. In preliminary interviews pre‐service teachers revealed that they lacked experience, knowledge and understanding related to teaching students with special needs, and felt that their teacher education program lacked focus in this field. This project was developed in response to these expressed needs. Through participating in the project, pre‐service teachers’ knowledge and understanding about working with students with diverse learning needs were developed as they undertook real and purposeful tasks in an authentic context.  相似文献   

11.
This paper explores the design and assessment of reflective journals in a course on spirituality and management in a tertiary institution. The purpose of reflection in education is to develop students’ self‐awareness and inner leadership. Yet, such assessment poses challenges in terms of design, content and grading. This paper explores the literature surrounding these issues, and then describes the introduction of such an approach through a case study. Two types of assessment were developed to assist students to explore self‐awareness. The first was through reflective journal entries completed throughout the course, and the second was a report due at the end of the course, describing the journey of the student’s most significant learning. The paper concludes by assessing the effectiveness of such an approach through qualitative measures. The use of student narratives from their journals, with their consent, illustrates the power of the reflective method.  相似文献   

12.
Research on understanding the full extent that an authentic science research experience engages students in how scientists think and act is sparse. ‘Learning-science-by-doing-science’ (LSDS) is an emerging self-guided process-learning model in postsecondary science education. It offers authentic science research opportunities that drive students to think and act like scientists. This study investigates the LSDS approach as a potential model for science learning at postsecondary level and aims to answer a main research inquiry – what are the students’ and teaching staff’s perceptions of students’ learning gains and the quality of their learning experiences in an authentic research environment within the LSDS model? To answer this question, data were collected from the students, alumni, instructors, teaching assistants and the program director via questionnaires, focus groups and interviews. Students’ and staff’s lived experiences and their perceptions on their authentic research experiences within the LSDS model were used to articulate the key attributes and stages of the LSDS model. The outcomes of this study can be used to help other science programs implement similar authentic research process learning approaches in their own contexts.  相似文献   

13.
Critical thinking is an important outcome of a college education. Assessment techniques that require students to demonstrate their understanding of course concepts are referred to as authentic assessment and promote the development of critical thinking. Little research exists on the types of assessment and grading practices utilized by community college instructors. This research examined the incidence and nature of various assessment practices used by community college faculty for basing the course grade. In addition, the study also examined the percentage of course grades that was based on traditional and authentic assessment and factors that may influence the use of assessment techniques. To facilitate the study, an online survey instrument was used to obtain data from faculty employed at two community colleges in California. Study results revealed that a variety of assessment practices are used by community college instructors with differences in relation to faculty status, level of academic achievement, online teaching status, and years of teaching experience. In addition, findings indicate that faculty primarily use authentic assessment in basing the course grade as compared to objective or traditional assessment—suggesting that they are using assessment techniques that promote critical thinking. A significant finding was that part-time faculty emphasize objective exams, attendance, and homework whereas full-time faculty emphasize research projects and learning journals. Findings suggest that professional development may be warranted for faculty by faculty status.  相似文献   

14.

Authentic activities are important in promoting inquiry because they provide natural problem-solving contexts with high degrees of complexity. This study designed and studied effective inquiry tasks through transforming content, scientific thinking, and resources featured in scientists' authentic practices. This study investigated how 59 inner-city 6th grade students performed in real-time forecasting situations involving fronts and pressure systems. Forecasts were evaluated in terms of prediction agreement, meteorological entity consideration, explanation type, and scientific knowledge use because these four categories reflected inquiry features emphasized in the forecasting task. Results show that real-world situations that mapped closely onto students' content understandings, rather than those with naturally occurring complex patterns, helped students perform inquiry. Key ideas discussed in this paper include the importance of using authentic situations to develop rich understandings about scientific knowledge and the design of tasks that prepare students to participate in social practices valued by the science community.  相似文献   

15.
This study examined how a contextually based authentic science experience affected the science identities of urban high school students who have been marginalized during their K-12 science education. We examined students’ perceptions of the intervention as an authentic science experience, how the experience influenced their science identity, as well as their perceptions about who can do science. We found that the students believed the experience to be one of authentic science, that their science identity was positively influenced by participation in the experience, and that they demonstrated a shift in perceptions from stereotypical to more diverse views of scientists. Implications for science education are discussed.  相似文献   

16.
Developments in entrepreneurial leadership as a distinct area of both research and practice raised many questions about the personal competencies of entrepreneurial leaders that enable them to successfully lead entrepreneurial endeavours. Although identifying entrepreneurs' specific capabilities has been one of the main focuses of entrepreneurship researchers, our knowledge is limited about personal leadership competencies required in entrepreneurial contexts. This qualitative study aimed to explore the personal competencies of undergraduate student entrepreneurial leaders in four Malaysian universities. Fourteen student entrepreneurial leaders were purposefully selected to participate in this study. Analysis of the semi-structured and in-depth interviews revealed different dimensions of proactiveness and innovativeness as previously identified competencies of entrepreneurial leaders for the student entrepreneurial leaders. Furthermore, love of challenges and versatility emerged as the personal competencies of the students. Implication of the findings and suggestions for developing entrepreneurial leadership competencies in university students through purposeful interventions are proposed.  相似文献   

17.
Innovative assessment practices have the potential to shift the way universities function. By focusing on well-designed assessment tasks, where students are expected to work collegially and are actively involved in self- and peer-assessment, the opportunity to engage students in the assessment process is realised. This article contends that students are significantly and detrimentally disengaged from the assessment process as a result of traditional assessments that do not address key issues of learning. Notable issues that arose from observations and questioning of students indicated that vast proportions of students were not proofreading their own work were not collaborating on tasks; had not been involved in the development of assessment tasks; and that students had insufficient skills in relation to their ability to evaluate their own efforts. These facts led the author to conceptualise new models of assessment focusing on authentic learning and the authentic assessment of that learning through self- and peer-assessment. Authentic assessment for sustainable learning (AASL) and Authentic self-and peer-assessment for learning (ASPAL) were trialled with approximately 300 undergraduate education students at the University of Notre Dame Australia. This article explains the conceptual development of the models and provides justification for their implementation.  相似文献   

18.
Higher education (HE) in the changing context requires leadership training and development as a vital element for university governance and innovation. While there are several theoretical frameworks on leadership development, most of them are outcome evaluation-oriented. Consequently, there is a lack of a leadership development model which emphasises both design process and expected outcomes. In addition to this, HE leadership development has been gradually transformed toward complexity and flexibility due to the volatile external environment of the 21st century. Thus, instead of having a development programme that simply focuses on individual skill enhancement, a comprehensive leadership development programme that equally fosters leaders' competencies (leader development) and develops collective leadership (leadership development) is increasingly utilised. Unfortunately, previous theoretical frameworks fail to take into consideration these new features. The main aim of this study was to develop a comprehensive theoretical model for academic leadership development (ALD) that promotes both leader development and leadership development. In the present study, 24 academic leaders, lecturers and researchers from five European and six Chinese HE institutions co-designed the ALD model. The constructed model consists of four main dimensions: theoretical core, types of training and providers, training format and ultimate goals. The results contribute to developing, promoting and enhancing leadership development in academic settings.  相似文献   

19.
Emotion is a growing focus for contemporary thinking about leadership in public policy and corporate arenas. In British education systems, three imperatives are evident: the idea that transformation is essential; leadership succession in crisis; and, more recently, that leaders must be able to run organisations that address the emotional well-being of staff and students. Viewed as a key outcome of schooling, its importance is mirrored in school leadership, especially professional development. This article considers whether this represents a step-change in leadership development praxis or is, instead, an invasive form of emotional engineering redolent of long-established orthodoxies of control and domination. If so, it is argued, leadership development as the advocacy of emotional acumen presents moral technology as a new form for intervening in leaders' emotional selves, thereby distracting them from addressing fundamental aspects of education for which they are primarily responsible.  相似文献   

20.
This paper outlines the findings of a study that examined the conceptions of academics regarding the nature of ‘leading’ and ‘managing’ learning and teaching in six Australian universities. These data were considered in the light of institutional systems and documentation regarding the leadership and management of learning and teaching and the contemporary literature on leadership and management, particularly in higher education. The research found that there was congruence between academic conceptions of the roles of leaders and managers in HE and those found in other contexts. In contrast, there was considerable variance and significant gaps between these conceptions and HR and professional development practices. The paper reports findings that have significant implications for more systematic and explicit professional development for University leaders and managers of teaching and learning. In addition, it argues that changes are required to the prevailing approaches in the current HR systems and policies in order to effectively develop, support and recognize effective leadership and management practices as they relate to learning and teaching.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号